For seven weeks, 21 students from my 3/4 class were given daily access to the computer lab to participate in a web-based math program called DreamBox Learning. These DreamBox periods varied in length from 20-60 minutes.
The last two weeks of the seven week inquiry, the students' in-school access to DreamBox decreased slightly. However, students were given home access to DreamBox Learning and were encouraged to continue their exploration and participation from home. A letter with our classroom DreamBox URL and information about the program was sent home to parents via their agendas and their weekly homework booklets.
19 of my students were given 2 identical paper-and-pencil tests, one before and one after the 7-week period. The tests were made up of 36 number sense questions that were taken directly from past EQAO achievement tests. Results of these tests were analysed and reflected upon.
The last two weeks of the seven week inquiry, the students' in-school access to DreamBox decreased slightly. However, students were given home access to DreamBox Learning and were encouraged to continue their exploration and participation from home. A letter with our classroom DreamBox URL and information about the program was sent home to parents via their agendas and their weekly homework booklets.
19 of my students were given 2 identical paper-and-pencil tests, one before and one after the 7-week period. The tests were made up of 36 number sense questions that were taken directly from past EQAO achievement tests. Results of these tests were analysed and reflected upon.